Attachments

Dr. Dena Cushenberry, Superintendent: Letter of Support Tony Mendez, Board President: Letter of Support Kate Miller, President Warren Education Association: Letter of Support March 19 Board Meeting: Action Item SIG approved by all board members Pam Griffin, Principal: Resume Kyle Barrentine, Assistant Principal: Resume Community Health Network: Letter of Support Marion County Public Health Department: Letter of Support Lifeline Ministries Senior Pastor & Founder: Letter of Support Renae Azziz, Virtuoso: Resume Gregory Cameron, McREL: Resume Amber Evenson, MeREL: Resume W. Christine Rauscher, Great Lakes East/AIR: Resume Middle School Reading/Writing 100 Minute Block schedule

The future begins here for life-long learning in our diverse community: integrity, achievement, success.

METROPOLITAN SCHOOL DISTRICT OF WARREN TOWNSHIP

March 19, 2014

Superintendent Glenda Ritz Superintendent of Public Instruction Indiana Department of Education 115 W. Washington Street, Suite 600 Indianapolis, Indiana 46204

Dear Superintendent Ritz:

As the superintendent of the Metropolitan School District of Warren Township, it is my pleasure to write this letter supporting the important work of the School Improvement Grant Initiative, under Section

1003(g) ofTitle I. The potential resources provided under this grant will be essential to Stonybrook Middle School's transformation of instructional practices, offering initiatives that support personalized learning, school culture, professional development, and extended learning opportunities for all students.

The members of the Warren Board of Education, the Warren Education Association, and I are committed to continuously supporting all aspects of the Transformation Model at Stonybrook Middle School.

As a leading advocate for personalized learning, I can assure you that:

You will have the oversight and support from my district administrative leadership team to ensure the full and effective implementation of all initiatives proposed within Warren's grant proposal;

Data will be used to drive decision-making that informs instructional practices, identifies student

needs, and is used to make adjustments to better meet those needs;

Schedules that build in time for teachers' analyses and use of data, Professional Learning

Communities for teacher collaboration and learning, and a variety of opportunities for extendedlearning to meet individual student needs will be in place atthe start of school year 2014-15; and

I have full-confidence in Stonybrook Middle School's principal, Mrs. Pam Griffin, to lead the

important initiatives proposed within this grant application and increase student achievement.

On behalf ofMSD of Warren Township, I pledge my support for the implementation ofthis exciting initiative and thank you for the opportunity to submit our grant application.

Sincerely,

~ Dr. Dena Cushenberry Superintendent

EDUCATION & COMMUNITY CENTER 975 North Post Road

Indianapolis. Indiana 46219 (317) 869-4300 FAX: (317) 869-4399

The future begins here for life-long learning in our diverse community:

integrify, achievement, success.

METROPOLITAN SCHOOL DISTRICT OF WARREN TOWNSHIP

March 19, 2014

Superintendent Glenda Ritz Superintendent of Public Instruction Indiana Department of Education 115 W. Washington Street, Suite 600 Indianapolis, Indiana 46204

Dear Superintendent Ritz:

As the President of the Warren Township Board of Education, I am pleased to submit this letter on behalf

of the Board to acknowledge our support of the important work of the School Improvement Grant

Initiative, under Section I 003(g) of Title I.

Over a three-year period, this grant will provide invaluable resources to significantly enhance the

important work occurring at Stonybrook Middle School to transform instructional practices, offer

initiatives that personalize learning, improve school culture, and provide extended learning opportunities

for all students. These initiatives will help improve teacher pedagogy, reduce suspensions and increase

student achievement.

My fellow Board members and I are committed to continuously supporting all aspects ofthe

Transformation Model at Stonybrook Middle School, under the leadership of its principal, Mrs. Pamala

Griffin.

The Metropolitan School District of Warren Township supports the implementation of this powerful

initiative and is grateful for the opportunity to submit this application on behalf of Stonybroook Middle

School.

Sincerely,

/\~

March 19, 2014

Dr. Glenda Ritz Superintendent of Public Instruction Indiana Department of Education 115 W. Washington Street, Suite 600 Indianapolis, Indiana 46204

Dear Superintendent Ritz:

As the President of the Warren Education Association, and on behalf ofWarren Township teachers, I am

pleased to acknowledge our full-support of the important work ofthe School Improvement Grant

Initiative, under Section 1003(g) of Title I.

This is a personal honor, as I am a proud educator who serves under the leadership of Pam Griffin,

principal of Stonybrook Middle School. Over the past year, we have worked tirelessly to develop and

effectively use new English/language arts and mathematics Curriculum Maps, Unit Guides, and

performance-based assessments to better meet the needs ofour students. Year-long efforts to learn about

research-based practices have informed the re-design of our 100-minute E/LA block. Teachers have been

trained to support students' integrated use of individual Chromebooks, adding an exciting dimension to

classroom instruction. Our school team has collaboratively worked to establish behavioral expectations

for all environments that will reduce office referrals and unacceptably high suspension rates within our

building. Throughout this entire year, continuous professional development has enabled these efforts.

The SIG(g) grant offers initiatives that will further transform our instructional practices, personalize

learning-to meet individual student needs, improve school culture, and provide much-needed extended

learning opportunities for all students, most particularly for those who struggle.

My colleagues and I, and the Warren Education Association, are committed to supporting all aspects of

Stonybrook' s Transformation Model across the next three years. We appreciate the opportunity to submit

this proposal and urge your approval of our application.

Sincerely,

10k11~ lvfrs. Kate iviiller, President

Warren Education Association

Wednesday, March 19, 2014 Regular School Board Meeting

MSD of Warren Township Warren Education and Community Center 975 N. Post Road Indianapolis, IN 46219 317-869-4300 7:00 p.m.

1.01 Call to Order

2. Superintendent's Report

2.01 Superintendent's Report

3. Board Comments/Correspondence

3.01 Board Comments

3.02 Board Correspondence

4. Legislative Update

4.01 Legislative Update

5. Business of Citizens Present

5.01 Business of Citizens Present

6. School Showcase

6.01 Lowell Elementary

7.01 "What's Your Hometown Specialty?" Winners

7.02 JROTC Recognition

8. Consent Agenda

8.01 Approval of Minutes

8.02 Financial Report - Payroll Claim

8.03 Financial Report - Claim Register

8.04 Financial Report - Year to Date Summary of Fund Balances

8.05 Human Resources Report and Addendum

8.06 Field Trip Requests

8.07 Permission to Accept Gifts and Grants

8.08 Change Orders

8.09 Contracts

Stonybrook

Middle School

"High Achievement for ALL"

MSD Warren Township

A Race to the Top District

Mrs. Pamala Griffin, Principal

STONYBROOK MIDDLE SCHOOL 11300 Stonybrook Drive Indianapolis, IN 46229 S 17.532.8800 Main

317.532.8899 Fax

Education

1990-1995 Bachelor of Science in Secondary Education, Butler University, Indianapolis, IN

2004-2006 Masters of Science in School Administration, Butler University, Indianapolis, IN

Certification

Valid Licenses Secondary Education, English Grades 5-12

1462276 School Administration, K-12

Professional Development Opportunities

Instructional Technology/Google - Culturally Responsive PBIS- Read 1so- Acuity - Close Reading- Lucy Calkins

Reading Units Grades 3-5-Writer's Workshop and Reader's Workshop - Common Core - 8-Step Process with Pat Davenport~ Response to Intervention~ Indiana IEP ~Reading Strategies in Content~ Focus: Elevating the Essentials to Radically Improve Student Learning by Mike Schmoker ~TEAM: Teacher Evaluation Assessment Measurement~ Non-Violent Crisis Intervention

Em lo ment

2011-Pres. Principal, Stonybrook Middle School, MSD Warren Township, lndianapo!ls, IN

Currently, I serve as the school leader for a 7th and 8th grade building consisting of 650 students, a staff

consisting of SO members, and parent/community volunteers. I am responsible for ensuring that the 8

Step Process is followed with fidelity within the building, all staff members receive professional

development that supports growth and best instructional practices, monitoring student data to

document student progress, and managing building facilities, activities, and recurring systems. My focus

has been on maximizing instructional time for students, as well as providing timely and thoughtful

feedback to teachers and support staff about practices that can help students to grow both

academically and socially. All responsibilities that relate to instruction, supervision, and community

building and ensuring a safe and orderly educational environment are critical parts of my job as the

building principal. Finally, as a the building leader, I am responsible for establishing and monitoring high

expectations and standards for the academic, emotional, and physical growth of the diverse student

population of which l serve.

2010-2011 Asst. Principal, Creston Intermediate Academy, MSD Warren Township, Indianapolis, IN

As the assistant principal, I supported the principal as we opened a 51h and 6th grade school that ran as

an elementary school. We recruited, hired, and provided professional development for all staff

members to support them during the change from a traditional middle schedule to an elementary

schedule. While serving as assistant principal, all counseling, evaluation, assessment, scheduling, Rtl,

special education, discipline, transportation, tutoring and monitoring of instruction for 15 teachers and

all support staff members fell under my supervision. During this time, I also served as Intersession

Administrator for grades K-6 in the MSD of Warren Township.

2006-2010 Asst. Principal, Creston Middle School, MSD Warren Township, Indianapolis, IN

As the assistant principal, I was charged with management of half of the student population (550

students), evaluation, remediation, special education, overseeing counseling department, professional

development, text books, technology, public relations, supervision of before and after school activities,

transportation, and recruitment/hiring.

1994-2006 Teacher, 6th and 8th Grade, Belzer Middle School, MSD Lawrence Township, Indianapolis, IN

Sixth grade reading and eighth grade language arts block (co-teaching, inclusion and gifted and

talented) are the subjects I taught during my tenure. Instructionally, ]'met the needs of students in my

care by ensuring that all standards taught were in line with Indiana state standards and district

initiatives. During this time I also taught the AVID: Achievement Via Individual Determination elective.

8246 Cape Drive Phone 317-774-4425 Indianapolis, IN 46256 kyle.barrentine@gmail.com

Kyle G. Barrentine

Objective To secure a position as a secondary level administrator.

Education 1998-2003 Ball State University Muncie, IN

Certification in Supervision and Administration K-12

1996-1997 Indiana Wesleyan University

Master of Science in Education

Marion, IN

1992-1993 Marian College

Teacher Certification in English

Indianapolis, IN

1987-1991 Butler University

Bachelor of Science in Communications

Indianapolis, IN

Professional experience

2013-current Warren Township Schools Indianapolis, IN

Assistant Principal/Stonybrook Middle School

Main duties include discipline, school climate, and staff evaluation

2013 Connections Education Indianapolis, IN

Principal/Nexus Academy of Indianapolis

Opening a new blended learning instruction school in Indianapolis

2008-2012 Noblesville Schools Noblesville, IN

Principal/Noblesville Middle School/Intermediate School

Oversee a staff of nearly 100 and a student enrollment of over 1500.

2006-2008 Clinton Central High School Michigantown, IN

Principal/Head Coach, Girls' Basketball (High School)

A 7-12 building principal while also coaching the girls' basketball team

mailto:kyle.barrentine@gmail.com

Professional

memberships

Interests and activities

(more)

2002-2006 Western Schools Russiaville, IN

Assistant Principal/Principal/Head Coach, Girls' Basketball

Served several roles in 4 years at Western from MS assistant principal to HS assistant principal to MS principal.

1998-2002 Clinton Central High School Michigantown, IN

English Teacher/Head Coach, Boys' Basketball

I taught English 10, College Prep English 12, Speech, and Novels.

1995-1998 Greensburg Jr. High School Greensburg, IN

English Teacher

I taught English 8 and Literature 8

1993-1995 Hagerstown High School Hagerstown, IN

English Teacher

I taught English 9 and was the Yearbook Advisor.

Indiana Association of School Principals, Indiana Basketball Coaches Association, Indiana Coaches of Girls Sports Association

Basketball, Golf, Running, and Reading

Gaiiahue School Based Services 1500 N. Ritter Avenue Indianapolis, IN 46219 0 317.355.2560 F 317.351.2418 eCommunity.com

March 14, 2014

To Whom It May Concern:

I am pleased with the opportunity to write a letter of support for Stonybrook Middle School's application for the

School Improvement Grant. Gallahue School Based Program has been a community partner providing mental

health services to students and families at Stonybrook for over 10 years. We currently have two full time

therapists at Stonybrook and a part time Life Skills Specialist. Our collaboration allows students to receive

needed counseling services without missing key academic subjects that could be missed with services provided

outside the school building.

One of the ways Stonybrook proposes to use grant funding is to provide after school transportation and dinner

for students. These additional resources would allow for a variety of enriching activates. They would benefit

the social, emotional and academic growth of students. For example, our program could provide after school

therapy groups for students. This would allow for longer groups allowing students to increase skills without

missing class. Many of our families would gladly attend after school family therapy if they knew that their child

would be served a healthy dinner. This would improve family engagement with school and mental health

services leading to improved outcomes in both areas.

Stonybrook Middle School provides an atmosphere that supports the growth of the whole child. This grant

application is another example of their commitment to providing enriching opportunities that will ultimately

lead to academic success.

Sincerely,

ov~,LC~ Jennie Voelker, LCS\A/ Program Manager Community Health Network, Gallahue School Based Program

http:eCommunity.com

MAl

Stonybrook Middle School proposes a plan to use School Improvement Grant funding to expand services to students through additional personnel, additional after-school programs, and the provision oftransportation to support student participation in extracurricular activities. In my role as a coordinator and student advisor for the Students Against Violence Everywhere (SAVE) program on the school's campus, I know the importance of these resources in enhancing the educational environment and the overall school experience of students. At one point, the attendance for our weekly after-school program averaged over 70 students. The program's weekly attendance now is less than ten students as a direct result ofresource limitations.

Stonybrook Middle School has a strong infrastructure that places student achievement and personal success as its highest priority. Additional funding through a School Improvement Grant would greatly enhance the school's ability to not only continue and expand existing programs and services, but also to develop and implement new programs and services that promote student success. Ifyou require any further information, I can be reached at bjohnson@marionhealth.org or (317) 221-3538.

Sincerely,

~K.~ Byron K. Johnson, MSW, LSW Violence Prevention Coordinator

A DIVISION OF THE HEALTH AND HOSPITAL CORPORATION OF MARION COUNTY

mailto:bjohnson@marionhealth.orghttp:WUlW.mchd.com

To whom it may concern,

Lifeline Ministries Youth Center exists to provide the youth of today with resources, programs, and community outreach opportunities to help cultivate and empower the youth to be effective leaders of tomorrow. We have partnered with Pam Griffin and Stonybrook Middle

School in an effort to assist with building the youth in the far-east side area which is mostly constituted of low-income, single family homes with statistically high crime rates and school

dropout rates. Stonybrook Middle School is committed to increasing achievement in its most at risk students. To date, Stonybrook is on course to display tremendous improvements this year. This year the 7th grade students are predicted to pass the English/Language ArtsISTEP at a 76% pass rate. The 7th graders last year had a pass rate of 54%. The gth grade students are predicted

to be at a 70% pass rate this year which is also an improvement from the previous year. Our goal as partners with Stonybrook is to ensure that we are assisting our community by preparing students to be career and college ready. Acquiring adequate resources will greatly assist us in

increasing the achievement of the students by providing transportation for the students to participate in afterschool programs/clubs and increasing necessary components to ensure the academic success of the students especially in the areas of math and reading. Our efforts are to

be proactive versus reactive in our approach to enhance the perfonnance of the students. One of the proactive measures that we plan to set in place is a summer program for the students which will focus on building the students as individuals and providing family counseling opportunities which will empower students and their families with the tools necessary to be healthy and

effective communicators. This program will also include opportunities of career exploration in which students will participate in real-time settings in hopes of inspiring the students to be successful citizens of tomorrow. Ifyou have any further questions please feel free to contact Temika Atwood at (317) 506-9115 or email at Temika.Atwood@gmail.com.

Thanks in advance,

Lifeline Ministries Senior Pastor & Founder

i~f~k-~ Dr. Ty Turner

Lifeline Ministries Youth Center Director & Youth Pastor

'-1lltvl

RENAEAZZIZ 9450 East Raymond Street

Indianapolis, Indiana 46239 Phone: (317) 368-6060 Email: razziz@virtuosoed.com

Current The Johns Hopkins University, Baltimore, MD: will begin fulfilling requirements toward the Doctorate in Education ( Ed.D.) degree; Specialization: Entrepreneurial Leadership in Education in June 2014.

2002-2005 Indiana University, Bloomington, IN: received Specialist (Ed.S.) degree in School Psychology, minor in Counseling. Indiana University, Bloomington, IN: received M.S. in Educational Psychology (May 2004).

1996-1999 Indiana University, Bloomington, IN: received a BA in Psychology with Honors; minors in Chemistry and African-American studies.

!ff\:>{s,s~rjn~13~?~~fs Virtuoso Education Consulting. Director of Professional Development August 2008- present Educational consultant for educational systems in the areas of School Improvement, Disproportionality, Response- to- Intervention, Data-based Decision Making, Assessment, and Culturally Responsive Practices. School Year 2013-2014 Clients

Amplify Education, Inc., servicing schools/districts Nationwide Fort Wayne Community Schools, Fort Wayne, IN MSD Warr en Township, Indianapolis, IN MSD Wayne Township, Indianapolis, IN Peoria Public School District 150, Peoria, IL

Blumberg Center for Interdisciplinary Studies in Special Education at Indiana State University. Project Coordinator August 2006-August 2008 Served as Project Coordinator, responsible for providillg professional development services to Indiana educators rdated to the implementation of tiered systems of prevention and intervention (Response-toIntervention).

R.I.S.E. Special Services. School Psychologist School Year 2005-2006 Served as the psychologist for the two EdisonLeaming schools in Perry Township. EdisonLearning schools operate under a philosophy of responsible inclusion. Under this model, special education students are full participants in regular classrooms, with additional in-class support from certified special education teachers and rdated staff needed. Further, the EdisonLearning model is focused on implementing researchbased practices to increase student achievement. Specific duties include cognitive, academic, and behavioral assessment and intervention and curriculum-based assessment within a response to intervention framework.

R.I.S.E. Special Services. Intern- School Year 2004-2005 Served as a school psychologist intern for a Special Education Cooperative which provides special education services to more than 3,500 students located at 34 sites within four school corporations in the Indianapolis, IN area. Primary duties included cognitive, academic, and behavioral assessment.

The Equity Project at Indiana University. Graduate Assistant: - August 2002-August 2004 Graduate Research Assistant on the Indiana :Minority Disproportionality Project, a collaboration with the Indiana Department of Education to inform Indiana school systems about root causes of disproportionality and assist school districts in developing strategies to begin to remedy issues of disproportionality. Lead Research Assistant working with two urban school districts on projects focused on promoting family involvement and creating more effective General Education Intervention (GEI) teams as a means of effecting disproportionality in special education. Azziz- 1

ffof~~s\'ln~i*'fi>~fi.efi~es,t5q~il~~< Case Manager- 07/2000-08/2002 Midtown Mental Health Center: Provided mental and behavioral health services to children in the Indianapolis Public School system (Charity Dye School #27; Brookside Elementaty School #54). Essential duties included conducting functional behavioral assessments, creating behavior modification plans, conducting professional development trainings related to behavioral interventions, assisting in the identification of children in need of educational testing, participating in the development of IEPs, linking families to needed community resources, maintaining effective working relationships with community organizations, and communicating with members of an established treatment team to monitor client's progress on treatment goals.

Child and Family Specialist- 01 /2000-07/2000 Pleasant Run, Inc.: Provided a daily living model for residents of a children's residential treatment center. Essential duties included medication management, linking families with community resources, supportive counseling, and leading group sessions on various topics.

Research Assistant- 09/1998-12/1999 Psychology Dept., Indiana University: Research assistant in Dr. Russell Fazio's social psychology lab towards completion of Undergraduate Honors Thesis. Investigated how people form attitudes and how prejudices may effect the validity of those attitudes.

Perry Township (Indianapolis). Fall Semester (August 2003- December 2003). Working under the supervision of a full-rime licensed School Psychologist at Perry Meridian Middle School. Responsible for cognitive, academic, personality, and adaptive assessments, systematic observations, consultations with parents and teachers, and reporting results of evaluations of assigned cases at case conferences.

Clear Creek Elementary School (Bloomington. IN), Spring Semester CJ anuary 2004- May 2004). Served as a consultant for a multi-age classroom teacher. Designed and implemented a direct intervention for a student experiencing social skills deficits across multiple settings.

Institute for Child Study (Bloomington. IN). Spring Semester (January 2004- May 2004). Worked as a student clinician providing services to children experiencing learning and/or behavior problems and their families in a clinical setting. Services included, but were not limited to, comprehensive psycho-educational evaluations, classroom consultations, academic and behavioral intervention services.

Lawrence Township (Indianapolis. IN), Spring Semester (January 2003- May 2003). Worked in two district elementary schools under the supervision of a full-time licensed School Psychologist. Duties included the administration of cognitive and academic tests as well as adaptive behavior measures. Responsible for consulting with teachers and parents and leading case conferences to report results of an evaluation.

Lawrence Township (Indianapolis, IN), Fall Semester (August 2002- December 2002). Served as a classroom assistant for a kindergarten class and community preschool class. Duties included completion of systematic observations of children and interviews with parents, administrators, teachers, and support staff.

1'ftifle.s Shure, L., Ritter, S., Azziz, L. R, Middleberg, L., Sheya, A, Skiba, R, & Cole, C (2013, under review).

Development of a Mixed Methods Approach to Describe and Measure Culturally-Responsive School Practices and Disparate Disciplinary Outcomes. Journal of Education and Social Justice.

Azziz, LR (2009). How to Improve Student Achievement Tbrough Data-Based Decision Making. IPLA Today Volume 22(3), I, 8. Indiana Department of Education. Article can be viewed at: htt:p: I /listserv.doe.state.in.us /pipermail/iplagroup44/attachments /20090226 /2ed62406 /IPLA SE Feb09-0001.obj

Azziz- 2

Skiba, R.J., Poloni-Staudinger, L., Gallini, S., Simmons, A.B., & Feggins-Azziz, L.R. (2005) Disparate access: The disproportionality of African American students with disabilities across educational environments. Exceptional Children, 74, 411-424.

Skiba, R.J., Poloni-Staudinger, L., Simmons, A.B., & Feggins-Azziz, L.R. (2005). Unproven Causal Links: The inadequacy of Poverty as an Explanation for Minority Disproportionality in Special Education. Journal of Special Education, Volume 39(3), 130-149.

Skiba, R.J., Simmons, A.B., Ritter, S, Rausch, M.K., Feggins-Azziz, L.R., Gallini, S.M., & Mukherjee, A. (2004). Moving Toward Equity: Addressing Minority Disproportionality in Special Education in Indiana. Annual State report to Indiana Department of Education Division of Special Education. Report can be viewed at: http: //ceep.indiana.edu/ieo/pdf/StateReport.pdf

Sl!fftt!d ffe!i~lit4tiR~s Azziz, L. R (2013). Culture, Climate, and School Discipline: How to Impact Student Behavior through a

Cultural Lens. Keynote presented at KIPP: School Summit 2013. Las Vegas, NV. Azziz, L.R. (2013). Culture's Impact on Learning and Behavior: Considerations for Improving School

Climate through Cultural Awareness. Keynote presented at the 2nd Annual Louisiana State Climate Conference. Shreveport, LA.

March, R. and Azziz, L.R. (2012). Reducing the Need and Use of Suspension for Students with Special Needs. Keynote presented at the Texas Council of Administrators of Special Education. 2012 Great Ideas Conference. Austin, TX.

Perez, B., Azziz, L.R., Ormiston, H. (2012). Developing Culturally Responsive Practices within a PBIS Framework. Mini-Skills session presented at the National Association of School Psychologists 2012 Annual Conference. Philadelphia, PA.

Azziz, L.R. (2010). Disparate Outcomes: Facts and Myths about Exclusionary Disciplinary Practices. Keynote presented at the 2010 Education Expo. East Baton Rouge Public School System. Baton Rouge, LA.

Azziz, L.R., (2009). Turning It Around: Strategies for Working with Culturally Diverse Students. Presented at the Indiana Department of Education Disproportionality Solutions Summit. Indianapolis, Indiana.

Azziz, L.R. (2009). Cultural Responsivity: What Administrators Need to Know. Webinar completed for IPLA. Can be viewed at: http://media.doe.in.gov/IPLA/2009-05.httul

Azziz, L.R. & June, P. (2008). Culturally responsive best practices in addressing disproportionality. Presented at the Indiana Department of Education Disproportionahty Solutions Summit. Indianapolis, Indiana.

Azziz, L.R., Nellis, L.N, Zimmerman, N. (2006). ID aud CHC/Cross-Battety Assessment: A Continuing Discussion. Moderated a discussion with members of the Indiana Association of School Psychologists (Region V) regarding practical application of cross battery assessment.

Azziz, L. R. and Gallini, SM., (2005). Data-based monitoring of the effectiveness of pre-referral intervention teams. Presented at the National Association of School Psychologists 2005 Annual Conference. Atlanta, GA.

Azziz, L. R. aud Gallini, S.M., (2004). Pre-Referral Intervention Tearus: Monitoring effectiveness & influence on Minority Disproportionality. Presented at the Fall 2004 conference of the Indiaua Association of School Psychologists.

Azziz, L.R., Gallini, S.M., & Rausch, M.K., (2004). Understandiug aud addressing minority disproportionality in special education: Local perspectives. Presented to the National Association of School Psychologists 2004 Annual Convention. Dallas, TX.

Azziz- 3

http://media.doe.in.gov/IPLA/2009-05.httul

!Sflecffdfrofes1;;~9qa{Deve~op1fifRt.R.fspwces.tprJ$~1ilcatpfs Azziz, R. (2011). Culturally Responsive Instruction: Definitions and Cultural Considerations on why and

how culture impacts learning. Virtuoso Education Consulting, LLC. Azziz, R. (2011). Cooperative Learning: Supporting students to apply knowledge in meaningful ways.

Virtuoso Education Consulting, ILC. Azziz, R. (2010). Managing the Cycle of Acting-out Behavior in the Classroom: Decreasing the intensity

and frequency of Non-Compliant Behavior_ Virtuoso Education Consulting, LLC. Azziz, R. (2010). Reciprocal Teaching: Improve student reading comprehension and meaning extraction

from text. Virtuoso Education Consulting, LLC. Azziz, R. (2010). Problem Solving in RTI: A comprehensive DVD training kit for Elementaty School

Intervention Teams. Virtuoso Education Consulting, ILC. Azziz, R. (2010). Problem Solving in RTI: A comprehensive DVD training kit for Secondaty School

Intervention Teams. Virtuoso Education Consulting, ILC. Azziz, R. (2009). Response to Intervention: AN Easy DVD training kit for Teachers on Implementing

RTI in the Classroom. Virtuoso Education Consulting, LLC. Prefessional Development resources can be viewed at www.virtuosoedcom

!fr9ff!'$iq4qi~ffili~qgt\!l Association of Black Psychologists (ABPsi), 1997-2000(student affiliate), 2002-present (full member) National Association of School Psychologists(NASP) Member, 2002-present Indiana Association of School Psychologists (!ASP) Member, 2002-present Council for Exceptional Children (CEC) Member, 2002-present

Minority and Woman-Owned Business Enterprise (MBE/WBE) Certification. Certification valid through 2018.

Qualified Administrator of the Intercultural Developmental Inventory (!DI). Certified April 2009. Indiana Certified School Psychologist. Certified June 2005. State License # 933467. National Certified School Psychologist (NCSP). Certified June 2005. National Association of School Psychologists (NASP) Minority Scholarship Award Recipient 2004. McNair Scholars Program, Indiana University, 1997-1999

Azziz- 4

www.virtuosoedcom

GREGORY NEIL CAMERON Executive Director of the Center for Educator Effectiveness at

McREL International 4601 DTC Boulevard, Suite 500 IDenver, CO 80237

303.632.5522 Igcameron@mcrel.org

PROFESSIONAL EXPERIENCE

Executive Director of the Center for Educator Effectiveness at McREL International (2012-Present) As the Executive Director of the Center for Educator Effectiveness at McREL, Mr. Cameron leads a team of internationally recognized experts in the areas of educational research, evaluation, instruction, leadership, and technology. The center focuses on researching, designing, developing, delivering, and evaluating McREL programs focused on building the capacity of K12 educators across the globe. Mr. Cameron is responsible for creating programs of work which maximize existing assets while researching the right questions in the pursuit of the knowledge needed to develop tools and services needed by the field and for organizing the center in order to provide a high quality user experience to McREL's clients.

Senior Director/Consultant at McREL (2002-2012) As a senior director and consultant for McREL's field services team Mr. Cameron worked with diverse audiences including schools, districts, and state departments of education, to provide a variety of activities and services focused on the application and production of materials to support educational success. He served on design and development teams for Balanced Leadership, CUES and standards-based teacher evaluation systems, Balanced Leadership and standards-based principal evaluation systems, and the Success In Sight school improvement model. Mr. Cameron contributed to publications, materials development, and facilitated national and international trainings, including district and state consortiums in the areas ofBalanced Leadership, Teaching Reading in the Content Areas, and Dimensions ofLearning. He also led the Comprehensive School Reform component ofMcREL's work in systemic school reform.

Principal, Running Creek Elementary School 1997-2002 Elizabeth School District, Colorado. Mr. Cameron served as the instructional leader for K-5 school with 600 students. He led the implementation of academic programs, including a highly successful Balanced Literacy program. On a district level, he led professional development, and standards based curriculum writing initiatives. He also served as the district Title I director and served on district level accountability and accreditation teams.

Assistant Principal, Singing Hills and Running Creek Elementary Schools 1996-1997 Elizabeth School District, Colorado

Teacher, Elizabeth Middle School, 1991 - 1996 Elizabeth School District, Colorado

G. Cameron-2/6/2014

mailto:gcameron@mcrel.org

Teacher, Peetz High School, 1989-1991 Plateau School District, Colorado

ESL Tutor, Aurora Public Schools, 1988 Aurora, Colorado

SPECIFIC AREAS OF EXPERTISE School Leadership Personnel Evaluation Systems Next Generation Leader Preparation

SELECTED PROJECT EXPERIENCE.

In the context of McREL' s research and work in Balanced Leadership, Mr. Cameron facilitates participants' acquisition of knowledge and skill development-related to the following components of the Balanced Leadership Framework: leadership, purposeful community, magnitude of change, focus of change. The first year ofprofessional development is designed for knowledge building and skill development; the second year for knowledge refinement through case methodology; and the third for skillful application. Some projects also include a professional training component to develop professional developers (DPD) to continue delivering Balanced Leadership work and build capacity in the school district/state. Selected clients include:

o Eau Claire Area Schools, Wisconsin (2013-2014) o Prairie Lakes AEA, IA (2013-2014) o Central Valley School District, Spokane, WA (2008-2014) o Strathmore College, Melbourne, Australia (2013) o Kansas Association ofSchool Boards, Topeka, KS (2008-2013) o Macomb ISD, Ml (2013) o Common Wealth ofthe Northern Mariana Islands PSS, Saipan (2010-2013) o Houston Independent School District, Houston, TX (2010-2013) o RESA 2, Huntington, WV (2012-2013) o Peoria Unified School District, Phoenix, AZ, (2010-2013) o Riverside County Office ofEducation, Riverside, CA (2007-2012) o Victorian Educational Leader Consortium, Melbourne, Australia (2008 - 2012) o Deer Valley Unified School District, Phoenix, AZ (2004-2012) o Agua Fria Union High School District, Phoenix, AZ, (2010-2011) o Loudoun County School District, Ashburn, VA (2006-2009) o Great Prairie AEA, Burlington and Ottumwa, IA (2006-2008) o Lincoln Public Schools, Lincoln, NE (2006-2008) o Big Horn School District #I, Cowley, WY (2004-2007) o Fallbrook Union Elementary School District, Fallbrook, CA (2006-2007) o Redmond School District, Redmond, OR (2005-2007) o State ofWyoming, Casper, WY (2004-2006)

G. Carneron-2/6/2014

Design, development, and delivery ofMcREL's teacher and principal evaluation systems. Selected clients include school districts and professional organizations in the following states:

o California o Commonwealth of the Northern Mariana Islands o Indiana o Oklahoma o Michigan o North Carolina o Texas o Washington o Wyoming

A Randomized Control Trial to Assess the Efficacy of the Balanced Leadership Program (2009-2014) Funded by the National Center for Educational Research, Institute ofEducation Sciences, US. Department ofEducation (PI: Roger Goddard, Texas A&M University; R305A080371); conducted in rural elementary schools in the Upper Peninsula ofMichigan.

o Served as lead consultant and facilitator for the implementation of the Balanced Leadership Professional Development Program for School Leaders, the intervention that is the subject of this multi-year research study. The purpose of the study is to assess the efficacy ofprofessional development which has been designed to provide research-based guidance to principals to help them enhance their effectiveness, translate vision and aspirations into action, and improve achievement for all students. The research study is in its third year.

EDUCATION Principal License/Educational Leadership, University of Colorado, Denver, Colorado, 1996 M.A. History, University of Denver, Denver, Colorado, 1990 Teacher License/Secondary Social Studies, University of Colorado, Denver, Colorado, 1989 B.A. Anthropology and History, University of Colorado, Boulder, Colorado, 1985

SELECTED PUBLICATIONS: Cameron, G., Dean, C., & Davis, A. (2013) CUES Teacher Evaluation System. Denver, CO:

Mid-continent research for Education and Learning. Cameron, G. (2013, Spring.). Moving toward the evaluation oft:rue leadership. Changing

Schools. 68. Denver. CO: Mid-continent Research for Educat.ion and Learning. Cameron, G. & Davis, A. (2010). The Balanced Leadership Principal Evaluation Sys1em.

Denver, CO: Mid-continent research for Education and Learning. Cameron, G. et.al (2009). Balanced Leadership: participant andfacilitator manuals Denver,

CO: Mid-continent Research for Education and Learning Cameron, G., Mclver, M., & Goddard, R. (2008). A new kind of community. Changing Schools

Denver, CO: Mid-eontinent research for Education and Learning.

G. Cameron-2/6/2014

Grainger, P., Allen, J. (Eds.) (2008). Dimensions ofleaning in practices in Australian primary, secondary, and tertiary education. Melbourne, Australia: Hawker -Brownlow Forward by Greg Cameron and Salle Quackenboss

Waters, T., & Cameron, G. (2007). The Balanced Leadership Framework, Connection vision with action. Denver, CO: Mid-continent research for Education and Learning.

Cameron, G., Quackenboss, S. (2006). Dimensions oflearning: An overview. Participant and facilitator manuals. Melbourne, Australia: Hawker -Brownlow

Bailey, J., Cameron, G., & Cortez-Ford, E. (2005). Helping school leaders develop the capacity necessaryfor continuous improvement. Aurora, CO: McREL

Cameron, G., Doty, J., Billmeyer, R., Barton, M., Heidema, C., & Jordan, D. (2005) Teaching reading in the content areas, !fnot me, then who? (Blackline Masters, 3rd Edition.). Alexandria, VA: Association of Curriculum and Supervision Development.

Cameron, G., Doty, J., Barton, M. (2003) Teaching Reading in the Social Studies. Alexandria, VA: Association of Curriculum and Supervision Development.

Cameron, G., Doty, J. (2003) Teaching reading through the content areas, online learning Module, Teacherline, PBS. http//teacherline.pbs.org

SELECTED PRESENTATIONS Cameron, G. (2012, November) Managing Chang. Breakout session for the ASCD fall

conference, Atlanta, GA Cameron, G. (2012, March) Managing Change. Breakout session for the ASCD annual

conference, Philadelphia, PA. Cameron, G. (2012, February) Balanced Leadership, An Overview, Keynote for the Bastow

Institute, Melbourne, Australia Cameron, G. (2011, May). Developing Purposeful Community. Keynote for the Florida

Association of Staff Development, Melbourne, Florida Cameron, G. (2010, June). Purposeful Community. Keynote for the Memphis City School

Title I Leadership Conference. Memphis, TN. Cameron, G. (2008, May). The Balanced Leadership Framework. Presentation for the Western

Metropolitan Region, Victoria Department of Education, Melbourne, Victoria, Australia. Cameron, G. (2008, May). Dimensions ofLearning: An Overview. Hawker-Brownlow Education

Conference, Melbourne, Victoria, Australia. Cameron, G. (2008, May). Classroom Instruction That Works: An Overview. Hawker-Brownlow

Education Conference, Melbourne, Victoria, Australia Cameron, G. (2008, May). The Focus ofLeadership. Hawker-Brownlow Education Conference,

Melbourne, Victoria, Australia Cameron, G. (2007, March). Dimensions ofLearning Academies. Presented for the Australian

Council of Educational Leaders, Brisbane, Queensland, Australia. Cameron, G. (2006, June). Leading Change. Pre-conference session for the Success In Sight:

Learning, Leading, and the Future Conference, Denver, Colorado. Cameron, G. (2006, June). The Balanced Leadership Framework Presented for CREATE

National Evaluation Institute, annual conference, Dallas, Texas. Cameron, G. (2006, March/ April). Dimensions ofLearning Academies. Presented for the

Australian council of Educational Leaders, Brisbane and Melbourne, Australia.

G. Cameron-2/6/2014

http:http//teacherline.pbs.org

Cameron, G. (2005, September). Creating Purposeful Communities. Presented at the MidContinent for Research and Learning & Cardinal Stritch University, Leading Learning for the Future Conference, Westminster, CO.

Cameron, G. & Doty, J. (2005, April) Teaching Reading in the Social Studies. Presented at the Association of Supervision and Curriculum development (ASCD), Annual Conference, Orlando, Florida.

Cameron, G. (2004, August) Improvement ofPractice through Balanced Leadership. Presented at the Colorado Association of School Executives annual conference, Breckenridge, CO.

Cameron, G. & Doty, J. (2004, March). Teaching Reading in Social Studies. Presented at the Association of Supervision and Curriculum development (ASCD) annual conference, New Orleans, LA.

G. Cameron-2/6/2014

RttT External Curriculum Expert I Metropolitan School District of Warren Township ,

AMBER EVENSON Lead Consultant

Mid-continent Research for Education and Learning (McREL) 4601 DTC Boulevard, Suite 500 IDenver, CO 80237

303.632.5524 Iaevenson@mcrel.org

EDUCATION

M.A. Teaching and Learning, Nova Southeastern University, Ft Lauderdale, FL, 2004

B.A Mathematics, Beloit College, Beloit, WI, 2001

SPECIFIC AREAS OF EXPERTISE

Mathematics Education Aligmnent of standards, assessment, and instruction + Curriculum Development + Professional Development Instructional Coaching + Instructional Technology Integration

PROFESSIONAL EXPERIENCE

2011 - present Lead Consultant Mid-continent Research for Education and Learning (McREL), Denver, CO Member of the Field Services Curriculum and Instruction team specializing in staff development and technical assistance for K-12 school divisions and state agencies. Focus areas include standards alignment including aligmnent to Common Core State Standards, research-based instructional strategies, mathematics education, and instructional technology.

2009 - 2011 Educational Consultant Self-employed Provided consulting services to school divisions in the areas of curriculum alignment and development, gap analysis, and the creation of district assessments.

2011 - 2011 Mathematics Teacher Discovery Canyon Campus District 20, Colorado Springs, CO Taught AP Statistics and Integrated Math II courses. Collaborated with mathematics department on current curricular offerings

2009 -2011 K-12 District Math Coach Harlem School District #122, Machesney Park, IL Provided professional development to K-12 teachers in the area ofmathematics instruction. Modeled, coached, and collaborated on effective, research based instructional strategies. Supported teachers in the integration of appropriate and effective classroom technology. Facilitated teacher teams in the aligmnent of

McREL 2013 Attachment B - 2

mailto:aevenson@mcrel.org

RttT External Curriculum Expert I Metropolitan School District of Warren Township

curriculum to state standards. Developed a guided math six-week summer school program for grades 1 through 6. Ceated and maintained a math coach website including an orJine math resource library. Created assessment walls in multiple buildings and facilitated collaborative discussions with teachers on the implications of the data. Provided multiple sessions to Elementary and Secondary educators on effective ways to incorporate SMART Boards and the SMART Notebook software into classrooms as a Certified SMART Trainer.

2007 - 2012 Faculty Facilitator University ofPhoenix Taught web-based mathematics courses for prospective elementary teachers. Courses included: Basic Mathematics, Math for Elementary Teachers I, and Math for Elementary Teachers IL

2006-2009 Mathematics Teacher Hononegah High School, Rockton, IL Served as mathematics teacher for general student population and at-risk students. Founding member of HOMAN! program aimed at increasing the at-risk student graduation rate by targeting freshmen students and providing additional .resources to those students. Developed and implemented standards aligned curriculum for an Algebra II curriculum aimed at at-risk students. Trained colleagues on incorporating technology equipment effectively into their classrooms including the SMARTBoard, airliner, and TI Smart-View.

2002-2006 Mathematics Teacher Trumbull Career & Technical Center, Warren, OH Served as a tenured mathematics teacher; served as co-chair of numeracy committee and secretary of technology committee.

SELECTED PROJECT EXPERIENCE Efficacy Study of a Pre-Algebra Supplemental Program in Rural Mississippi Schools (2012 -present) JES Goal 3 Research Grant Team member for an experimental efficacy study to examine the impact of a supplemental middle grades mathematics curriculum, Every Day Counts Algebra Readiness, on the algebra readiness of seventh grade students in rural schoolsm Mississipp(Tue study will also examine the program's impact on the Algebra I achievement of these students. The study focuses on algebra readiness in rural education settings, a critical need in mathematics education and a context in which a substantial portion of American students attend school but in which little rigorous research has been conducted. McREL is partnering with the University of Southern Mississippi to conduct the study in a sample of rural schools in Mississippi, a state with a sizable number of rural schools and a large gap in achievement on the eighth-grade algebra scale of the National Assessment of Educational Progress (NAEP).

Learning to Use Formative Assessments in Middle School Mathematics Using the Assessment Work Sampling Method (AWSM) (2011 - present)

McREL April 2013 Attachment B

RttT External Curriculum Expert I Metropolitan School District of Warren Township

JES Goal 2 Research Grant Team member of a project to develop, revise, and field test an innovative professional developmem program for implementingiQrmative assessment in~ddl,s;_school mathematics. This three-year development project will use the Assessment Work Sample Method (AWSM) to provide teachers with authentic samples ofmathematics formative assessment work and an interactive, hands-on experience to increase their understanding of formative assessment and improve their practice of formative assessment. The ultimate goal is to increase students' mathematics achievement. The research team will determine to what extent A WSM can be implemented with fidelity in an authentic education delivery setting, to what extent it shows promise for improving teacher practice of mathematics formative assessment, and to what extent it shows promise for increasing student achievement in mathematics.

Mathematics Instructional Coaching (2012 - present) Kansas USD 506; Sedalia Elementary School Facilitate an instructional coaching protocol with teams of teachers. The protocol consists of coplanning, modeling by the instructional coach, observations, and reflective discussions. Teacher teams focus on a variety of areas including best practices in mathematics, formative assessment, and Common Core Mathematical Practices.

Transitioning to Common Core State Standards (2011 - 2012) Weston County School District #7, Wyoming; Sedalia Elementary School; Kansas USD 506 Facilitate the district transition to Common Core State Standards for Mathematics. Technical assistance in developing content understanding of the standards, incorporating the Common Core State Standards for Mathematical Practices, identifying instructional resources to meet the needs of the district, and providing ongoing assistance and professional development.

Using Technology with Classroom Instruction that Works (2011 - present) Eastern Upper Peninsula, Michigan Duties include content development, presentation design, and technical innovation. Facilitate long-term professional development and workshops based on the publication in schools and districts across the country. (http://www.mcrel.org/topics/EducationalTechnology/services/l 9)

Elementary Math Curriculum Alignment (June 2011) Harlem School District#12, Illinois Facilitated the creation of grade-level curriculum guides aligning district curriculum resources to Illinois Common Core Standards. Identified gaps and provided additional resources to meet those gaps in the curriculum.

SELECTED PRESENTATIONS

Organizing Your Guided Math Classroom, presented at National Council of Teachers of Mathematics, November 2011, Albuquerque, NM

SMARTBoards & Project Based Learning, presented at Illiniois Council ofTeachers of Mathematics, October 2007, Peoria, IL

Project Based Learning, presented at Ohio Council ofTeachers of Mathematics, October 2005, Dayton, OH

McREL April 2013 Attachment B - 4

http://www.mcrel.org/topics/EducationalTechnology/services/l

RttT External Curriculum Expert / Metropolitan School District of Warren Township ,

PROFESSIONAL AFFILIATIONS

National Council Teachers of Mathematics

!K:) McREL AprH 2013 Attachment B ~ 5

W. Christine Rauscher

Education

Ph.D. 1978, University oflowa, Educational Leadership, Curriculum, Literacy Education

M.A. 1972, University oflowa, Literacy Education B.A. 1967, Iowa Wesleyan College, Elementary Education (Summa cum Laude)

Professional Credentials and Certifications

Superintendent's Certificate, Illinois State Board of Education, 1982 Superintendent's Certificate, Iowa Department of Education, 1975 Reading Specialist Certificate, Iowa Department of Education, 1972

Present Position

Senior Technical Assistance Consultant, American Institutes for Research (AIR) (2011-Present) Responsible for creation ofmultiple curriculum alignment initiatives; consultative work for multiple states on standards, assessments, and systems for cohesive instructional initiatives; consultative work on two Institute of Educational Sciences randomized controlled trial literacy studies; helped conduct research reviews of over I 0,000 publications for access to print; author of multiple reports for extant school data reviews.

Professional Experience

Project Director, Yorkville, Wisconsin School District Cnrricnlum Development Project (2012- Present) Using the results of the literacy audit conducted in the previous school year, provide professional learning for the teachers as part of the curriculum development process to align the district literacy curriculum to the Common Core State Standards.

TEAL (Teaching Excellence in Adult Literacy) Project Staff (2011- Present)

Help in the creation of an online toolkit that will provide universal, multimedia, 24/7 access to learning materials and professional networks for adult education instructors in order to develop their knowledge and abilities to provide evidence-based instruction in writing as part ofa U.S. Department of Education, Office of Vocational and Adult Education (OVAE) project on building teacher effectiveness.

Project Director, Kansas City, Kansas, School District Literacy Audit, Kansas City, Kansas, School District, AIR (2012) Collect data through classroom observations, principal interviews, document review, and teacher surveys. Facilitate co-interpretation process whereby representative faculty determined key findings based on the data. Write final reports based on the key findings identified through the co-interpretation process along with corresponding recommendations. The focus of the work is alignment to the Common Core State Staodards.

Consnltant on Common Core State Standards, Turnaround Schools, Springfield, Illinois, School District and Decatur, Illinois, School District, AIR (2012-Present) Provide consultative services to schools on the alignment of their curriculum, instruction, aod assessment to the Common Core State Staodards.

Senior Literacy Associate, Learning Point Associates (2009-2010) Learning Point Associates merged with AIR August 1, 2010 See similar responsibilities above as continued within new orgaoizational structure.

Team Lead, New York State Department of Education, External School Curriculum Audits, New York City Schools, Learning Point Associates (2011-Present) Collect data through classroom observations, principal interviews, document review, and teacher surveys. Facilitate co-interpretation process whereby representative faculty determined key findings based on the data. Write final reports based on the key findings identified through the co-interpretation process along with corresponding recommendations.

Project Director, Elkhart, Indiana, Community School District, Common Core State Standards Curriculum Mapping, Elkhart Commnnity School District, Learning Point Associates (2010) Facilitated the work of representative English Laoguage Arts teachers to develop curriculum maps incorporating the Common Core State ELA Standards.

Reviewer, Reading Is Fundamental (RIF), Access to Print Project, Learning Point Associates (2010) Independently reviewed research studies related to access to print as part of a team of reviewers.

Employment History

2011-Present Senior TA Consultaot, AIR 2009-2010 Senior Literacy Associate, Leaming Point Associates 2008-2009 Literacy Consultant, Iowa Department of Education 2005-2008 Associate Superintendent, Cedar Rapids Community School District 1999--2005 Assistaot Superintendent, Palatine Community School District 15 1994-1999 Assistaot Superintendent, Hinsdale Community School District 181 1985-1994 Assistant Superintendent, Naperville Community School District 203

AMERICAN2 INSTITUTES FOR RESEARCH$

1982-1985 Curriculum Director, Palatine Community School District 15

Professional Affiliations

Literacy Research Association (LRA)/National Reading Conference (NRC) International Reading Association Learning Forward/National Staff Development Council (NSDC) Association for Supervision and Curriculum Development (ASCD)

AMERICAN3 INSTITUTES

, , FOR RESEARCH~

Task Grouping Time Allotted

Focus Teacher Student

Check for Understanding/ Do now

whole group 2-5 minutes

Assess previous day's objective or provide data for day's objective.

Handle beginning of class details.

Complete bell-ringer then read.

Read Aloud whole group 5 minutes

Develop reading interest and model reading fluency.

Reads aloud mentor text or challenging text.

Listen

Welcome and whole group 4-5 Make students Explain learning Take ownership of day's Agenda Review minutes aware of what they

should know and be able to do.

Formative assessment

targets and why students are learning them.

Lead discussion of student work,

learning.

Assess own performance/

Reading Mini-Lesson

Whole group 10-15 minutes

Enhance students' reading ability

Teach whole group lesson

Engage in lesson designed to increase reading ability.

Independent Reading

Small group instruction

Student-led book discussion groups

small group/ individual

15-20 minutes

Enhance students' reading ability

Teach small group lessons and monitor rest of students.

Engage in activities designed to increase reading ability.

Word study/ Vocabulary

whole group 10-15 minutes

Build vocabulary. Provide research-based vocabulary instruction

Work on word strategies/ vocabulary taught

Writing mini- whole group 15 Writing three text Model writing skill/ Follow teacher model lesson minutes types strategy and then

practice with students

Writing individual 20-25 minutes

Application of mini-lesson

Confer and instruct on writing with individuals and small groups.

Participate with teacher to build independence in application of focus skill/ strategy.

Closure whole group 2 minutes

Review day's learning.

Provide formative assessment aligned to objectives.

Respond orally or in writing to show what they have learned and can do.

Middle School Reading/Writing Workshop {100 minutes)

The tasks do not need to follow this order. However, all tasks must be part of the lesson each day.

Structure BookmarksKyle G. Barrentine